Janette Turner Hospital 4 Vivid Female Characters In Her Two Novels E

Janette Turner Hospital: 4 Vivid Female Characters In Her Two Novels With " beautifully executed images" , Janette Turner Hospital creates four vivid female character in her two novels. The four characters are Juliet and Yashoda in The Ivory Swing and Elizabeth and Emily in The Tiger in the Tiger Pit . Each of the above is invested by Turner Hospital with a deep consciousness. In the view of Janette Turner Hospital, women are immensely uncertain. They are never sure of what they want. However, when it comes to dealing with external conflicts, they are very strong-willed. On the other hand, she also indicates that maternal love is strong. Women have passionate beliefs in the importance of the family. As the stories follow, these feminine personalities are gradually proved. Before leaving for India, Juliet had a hard time deciding whether to stay with her professor husband, David, or move to Montreal to stay with her former lover Jeremy. Uncertain as usual, all Juliet wants is to " maintain the balancing act." She could never summon up the courage to face new circumstances. Her mind is never firm enough to challenge the present state. So she makes her choice in the order of morality. She stays with her husband and leaves for India with him. It is more likely that the fate designated Juliet's future. She is married to Dave on her own accord. Therefore, she does what a good wife is supposed to do. 1. Reviewed in : Booklist v.79 p.994 Apr 1, 1983 2. " The Ivory Swing " p.18 In Kerala, where David is on sabbatical to study primitive Indian culture, the couple encounters Yashoda," a widow who does not accept the fate and rigid rules of her culture." Yashoda wants the right to wear jewellery, to appear in public; most of all, she wants love. She does not care about either inauspicious or disgrace. She even runs the risk of being penalized to travel with Annie. For an Indian woman such as Yashoda, it is considered quite difficult adjusting to her society. Among the four female characters, many similarities are found between Juliet and Elizabeth. Like Juliet, Elizabeth has to choose between her husband and lover. The only difference is that the death of her lover has certainly made her life easier. She no longer doubts anymore after Jeremy's death. Her cross-roads becomes one way and ever since then her life is as simple as an ordinary housewife. Elizabeth still recalls her past, but she appreciates that fact that fate decides her future for her. In this case she avoids family and friendship broken. And she has something to remembrance for a life time. Elizabeth's youngest child, Emily, is the mysterious woman of the four. In Montreal where she happens to be pregnant and Sydney where she encounters her lover, Dave. She thereafter moves to England. It is obvious that Emily love Dave a lot; but she is a uncertain as can be. Her leaving Dave without even saying good-bye represents her 3. Reviewed in : Booklist v.79 p.994 Apr,1983 doubts. She is afraid that once she has to face the reality, her love for Dave, she would crush. Juliet and Elizabeth both stay with their husbands after all, yet they do not own what they really want. Dave has noticed Juliet's " staring from the window of their house like a woman behind bars" , so has Emily mentions about her about her mother's " standing at the French window like a caged bird." Emily is aware of her uncertainty. Therefore, she decides to leave Dave for England. In her opinion she only wants to get away from complicated life to sort things out; but instead of talking to Dave about it, she leaves secretly. Her doing so has hurt Dave and sacrificed her son's, Adam, happiness as well as her own. It is easy to get this kind of impression that Yashoda might be the exceptional certain woman because it seems that she fights for her ideas; however, if she has the courage to challenge realities, she should be brave enough to face the results. On the contrary, Yashoda begs for rescue. One can only say she acts as if she was a spoiled kid. The four women all have something in common. The problem is they are afraid to let out their feelings. 4. " The Ivory Swing " p.152 5. " The Tiger in the Tiger Pit " p.32 Although Janette Turner Hospital implies that women are uncertain, she believes that when it comes to dealing with external conflicts,

Definition and Examples of False Analogies

Definition and Examples of False Analogies The fallacy  of false analogy is an argument  based on misleading, superficial, or implausible comparisons. Also known as  faulty analogy, weak analogy, wrongful comparison,  metaphor as argument, and analogical fallacy. The analogical fallacy, says Madsen Pirie, consists of supposing that things which are similar in one respect must be similar in others. It draws a comparison on the basis of what is known, and proceeds to assume that the unknown parts must also be similar (How to Win Every Argument, 2015).   Analogies are commonly used for illustrative purposes to make a complex process or idea easier to understand. Analogies become false or faulty  when they are overextended or presented as conclusive proof. Etymology: From Latin  fallacia  deception, deceit, trick, artifice Commentary There are seven windows given to animals in the domicile of the head: two nostrils, two eyes, two ears, and a mouth...From this and many other similarities in Nature, too tedious to enumerate, we gather that the number of planets must necessarily be seven. (Francesco Sizzi, 17th-century Italian astronomer)[F]alse analogy is central to jokes whose humour derives from ill-judged comparisons, as in the old joke where a mad scientist builds a rocket to the sun but plans to embark at night to avoid being cremated. Here a false analogy is created between the sun and a light bulb, suggesting that when the sun is not shining it is not turned on, and hence, not hot. (Tony Veale, Computability as a Test on Linguistic Theories. Cognitive Linguistics: Current Applications and Future Perspectives, ed. by Gitte Kristiansen et al. Mouton de Gruyter, 2006)When you find yourself reasoning by analogy, ask yourself two questions: (1) are the basic similarities greater and more significant than the obvi ous differences? and (2) am I over-relying on surface similarities and ignoring more essential differences? (David Rosenwasser and Jill Stephen, Writing Analytically, 6th ed. Wadsworth, 2012) The Age of False Analogies We are living in the age of the false, and often shameless, analogy. A slick advertising campaign compares the politicians working to dismantle Social Security to Franklin D. Roosevelt. In a new documentary, Enron: The Smartest Guys in the Room, Kenneth Lay compares attacks on his company to the terrorist attacks on the United States.Intentionally misleading comparisons are becoming the dominant mode of public discourse...The power of an analogy is that it can persuade people to transfer the feeling of certainty they have about one subject to another subject about which they may not have formed an opinion. But analogies are often undependable. Their weakness is that they rely on the dubious principle that, as one logic textbook puts it, because two things are similar in some respects they are similar in some other respects. An error-producing fallacy of weak analogy results when relevant differences outweigh relevant similarities.  (Adam Cohen, An SAT Without Analogies Is Like: (A) A Confused Citizenry... The New York Times, March 13, 2005) The Mind-As-Computer Metaphor The mind-as-computer metaphor helped [psychologists] to focus attention on questions of how the mind accomplishes various perceptual and cognitive tasks. The field of cognitive science grew up around such questions.However, the  mind-as-computer metaphor  drew attention away from questions of evolution... creativity, social interaction, sexuality, family life, culture, status, money, power... As long as you ignore most of human life, the computer metaphor is terrific. Computers are human artifacts  designed to fulfill human needs, such as increasing the value of Microsoft stock. They are not autonomous entities that evolved to  survive and reproduce. This makes the computer metaphor very poor at helping psychologists to identify mental adaptations that evolved through natural and sexual selection. (Geoffrey Miller, 2000; quoted by  Margaret Ann Boden in  Mind as Machine: A History of Cognitive Science. Oxford University Press, 2006) The Darker Side of False Analogies A false analogy occurs when the two things compared are not similar enough to warrant the comparison. Particularly common are inappropriate World War II analogies to Hitlers Nazi regime. For example, the Internet has more than 800,000 hits for the analogy animal Auschwitz, which compares the treatment of animals to the treatment of Jews, gays and other groups during the Nazi era. Arguably, the treatment of animals is terrible in some cases, but it is arguably different in degree and kind from what happened in Nazi Germany. (Clella Jaffe, Public Speaking: Concepts and Skills for a Diverse Society, 6th ed. Wadsworth, 2010) The Lighter Side of False Analogies Next, I said, in a carefully controlled tone, we will discuss False Analogy. Here is an example: Students should be allowed to look at their textbooks during examinations. After all, surgeons have X-rays to guide them during an operation, lawyers have briefs to guide them during a trial, carpenters have blueprints to guide them when they are building a house. Why, then, shouldn’t students be allowed to look at their textbooks during an examination?There now, [Polly] said enthusiastically, is the most marvy idea I’ve heard in years.Polly, I said testily, the argument is all wrong. Doctors, lawyers, and carpenters aren’t taking a test to see how much they have learned, but students are. The situations are altogether different, and you can’t make an analogy between them.I still think it’s a good idea, said Polly.Nuts, I muttered. (Max Shulman, The Many Loves of Dobie Gillis. Doubleday, 1951)

Effectiveness of Talent Management in the field of Human resource Research Proposal

Effectiveness of Talent Management in the field of Human resource - Research Proposal Example According toPhillips & Gull (2012), training key employees should be top priority for the Human resource department. Boudreau & Ramstad (2005) found that organizations that have put deliberate measures to identify high potential employees are seven times more effective in delivering results. This shows the importance and relevance of knowing how to identify, manage, develop and reward talent in human resource studies. Organizations realize that they must have top talents for their success.Becker & Ulrich (2001) found that the best practices being adopted include aligning the talent strategy with the business strategy. A business strategy must always drive the talent needed. The second is that competence should be a basis for succession, hiring, and promotions and finally the third practice is putting the right people in the right jobs. Sometimes hiring the right skills is more efficient than developing those skills. The relevant professional experience in talent management in human r esource is having a degree in human resource or a masters and having been involved in human resource for not less than five years to augment productivity and ability to develop employees for management and talent creation in a firm.

Economic Growth and Environmental Conservation in Developing Essay

Economic Growth and Environmental Conservation in Developing Countries, Case of China - Essay Example This paper outlines the advantages of the sustainable development of the developing countries, compared with other models of economic development. The term â€Å"sustainable development† means the ability of the present generation to meet their consumption needs without sacrificing the ability of the future generations to consume at least at the present level. The debates of the scholars with respect to economic growth have taken three approaches. Some believe that to achieve the high rate of growth natural resources are required by higher amounts. Therefore it is necessary to reach a steady state before environment can be preserved properly. Some differs that a high economic growth leads to more demand for less resource utilizing goods and services. Therefore it automatically translates into better environment conservation. There is a third argument between economic growth and environmental conservation given by the U shaped Environmental Kuznets Curve. It gives the policy of attaining high economic growth at the cost of environment in the initial phase of development. Then take control of the environmental degradation at a later stage. Then pollution comes down with economic growth. In China, the course of development had caused a lot of environmental degradation. The economic reforms undertaken by Deng Xiaoping, prominent politician of China had more balanced environmental risks. However it can be said that China in its course of development seldom considered the environmental hazards till 1980. Even in Taiwan where the economic progress had been less rapid through industrialization had undergone considerable amount environmental destruction. However in the recent decades there has been a remarkable transformation in the attitude of the Chinese policy-makers and civil society towards environmental conservation. The government had undertaken several policy measures to control the pollution from heavy growth of industries and reduce the environmental degradation. However the consciousness towards environmental exploitation for economic growth is less among the Chinese people than the Taiwanese people. More Chinese people are in favor of rapid economic growth at the cost of environment. The Taiwanese on the other hand are ready to adopt policy measures to preserve the environment at the cost of economic growth. They are ready to achieve sustainable development even if they have to have a less economic growth in the present.(McBeath, Leng, 220-2221) However China has undertaken a significant number of policy measures in various directions of environment conservation including preserving their biodiversity, reducing pollution and wastage. Economic Growth and Environmental Concern: China China has achieved a very high growth rate in the few last few years. Forecasts predict that such high rate of growth shall continue into the future. However the problem with attaining this high rate of economic growth in China is their large population but low endowment of natural resources. In their journey towards urbanization and development of infrastructure for further restructuration of the economy, they face close scrutiny from the local as well as global environmentalists. In the face of such close observation, the Chinese government had undertaken wide range of policy measures in the past and set their goals in reducing the pollution and wastage in their country without compromising their economic growth. Some of these goals were maintaining a 7% rate of growth an d at the same time reduce the discharge of pollutants by one tenth from 2000 to

Chinese Women in 20th century Essay Example | Topics and Well Written Essays - 1000 words

Chinese Women in 20th century - Essay Example Far above the ground population in China was among the foremost concern for the nation for the economy of the country was deteriorating to such an extent in the early twentieth century that the people had to greet each other with the word Chi le ma'' or Have you eaten'' (Faison). And for this downtrodden nature of the society, the selfish nature of the male was foremost explanation. But for the elucidation of such problem only the women were hold responsible and strained to afford solution by sterilizations and abortion without their own inclination. The family of their husband only controlled them. They were only the slave of the family without their any aspiration and were bound to remain in the house, and if anyone dared to come out, they were humiliated. The women were not provided with equal ranking in comparison to men in terms of work capacity and work culture. The gender inequality forces them to work on low wages and fewer respect for matching labor. Some of the unequal opportunities to men were even not tolerable in terms of social and moral responsibility also. The male had the right to keep a mistress as to show their prosperity. They thought the women were mere stuff of need and slave of men; on the other hand women were punished severely for any adultery found. This discrimination started right from the birth. On the delivery of male baby the person in the family celebrated with joy but on the birth of a girl child they just lamented thinking her to be a curse to the family. The umbilical cord of a male born baby was preserved in the house as he was the asset of the family and would run the generation of the family for century, but if female child was born the umbilical cord was buried in the soil out the house as they were not the member of the family and outsider's umbilical cord were not valuable to preserve. A boy had the right to go for education but a girl had not. According to Andors The self-esteem of Chinese women and girls was all but crushed with being looked at as worthless, since boys were highly valued in single-family homes. Girls were to be for the use of others. In attempts to save money, girls were kept away from school and provided cheap domestic labor instead. It is obvious to see the cultural battle that women in China have before them. The male-dominated household was being challenged to recognize the legitimate other half. Remembering that girls were considered useless, brings to light the true strides that have advanced Chinese society in the form of legal recognition. The intra-familial relations have not evolved along the lines of recognition of the individuality and authenticity of women. Another discrimination of women in China in early twentieth century was the process of foot-binding for the want of satisfaction of beauty by male dominated society. There was tradition that long foot girls were not acceptable by the family of the husband. The long footed girls were not supposed to be beautiful and they would bring a curse to the family, on the other hand short footed girls were supposed to be beautiful and prosperous, so they have to go for the pain process of the foot-binding at the age of three or four. The process of the foot-binding was so painful that they cannot resume their normal life in

Main problem of House of Lords

Main problem of House of Lords The cure for admiring the House of Lords was to go and look at it[1] recalled Walter Bagehot in 1867. The problems associated with the upper house have undergone three periods of reform since that time, with regard to both its powers and its composition. The two are, of course, interconnected but composition is perhaps the more fundamental of the two, since the composition of the Lords, and therefore its perceived degree of democratic legitimacy, largely determines the power it should legitimately wield. One therefore needs to examine the problems created by the current composition of the Lords, and to evaluate whether there exists a more preferable alternative to the status quo. Yet in order to do that, it is necessary to determine what role the House of Lords should fulfil in the political process. The role of the second chamber in a bicameral legislature varies from country to country, but in the UK the House of Lords should seek to fulfil three separate constitutional functions. Firstly, it should act as a delaying device on government legislation. This is not to say it should always seek to amend, or even reject, proposals that arrive from the lower house, but rather it should simply offer an opportunity of time for the public to become aware of the proposals and their consequences, as well as permitting various interest groups the time to reflect and to mobilise their lobbies in response to any objections they might seek to raise. Lastly, as Archer argues succinctly, such a delaying function as fulfilled by the Lords protects the law from an ephemeral rush to judgement in response to a particular dramatic event[2]. The second role that the House of Lords should undertake is to scrutinise government legislative proposals in more detail than is currently achieved by the House of Commons or its standing committees. Evidence suggests that such standing committees are sparsely attended and frequently omit large sections of a given bill from detailed examination[3], and therefore the Lords fulfil a vital role in ensuring that the legislative program is thoroughly examined. As a result of the Life Peerages Act of 1957, it is now not unreasonable to argue that the Lords is more abundantly equipped with technical expertise than the lower chamber and, as such, bills may be improved by revision. This is particularly necessary where proposals have been subjected in the Commons to amendments drafted in haste by government ministers, in response to criticisms and compromises from both MPs and outside interest groups. This charge of rapidly imposing an ill-thought-out legislative agenda is one that is frequen tly levelled at the New Labour government, whose ambitions have led to an unprecedented number of new bills being forced through Parliament across different parliamentary sessions. Finally, the upper chamber must seek to protect those constitutional principles which are fundamental to our democracy. The Parliament Act of 1911 removed the absolute veto over legislation which the Lords had previously enjoyed, entirely deprived the Lords of its powers over any bill certified by the Speaker as a money bill and introduced the idea of a suspensory veto whereby any law passed in three (later two post 1949) successive sessions would receive Royal Assent regardless of Lords objections. Yet the Lords continue to retain certain absolute powers. Perhaps most importantly, it remains able to reject any bills proposing to extend the life of Parliament beyond the statutory five years. In addition to this fundamental right, the House of Lords consent is required by a government seeking the dismissal of a High Court judge, Appeal Court judge or a judge of the new Supreme Court. The upper chamber thus offers some protection against a government seeking to subvert either the elect oral or the judicial process. This function of constitutional protection, although limited, is nevertheless of great importance, since Britain lacks a codified constitution guaranteeing regular elections and the independence of the judiciary. Without the House of Lords therefore, there would be a dangerous gap in the political system; it is the only body which can prevent a transient majority in the House of Commons from extending its own life or dismissing a judge whom the government finds inconvenient. In order to fulfil these roles effectively, Alexandra Kelso[4] argues that any upper chamber in a liberal democracy must be considered legitimate. In order to be legitimate, she argues that the chamber must have input legitimacy, and output legitimacy. The former stems from the control exercised by the public in determining [the chambers] nature and composition, while the latter concerns the degree to which the institution performs its particular functions within the broader political system and meets the needs of the public (ie, those requirements detailed in the three roles listed previously). Clearly, the House of Lords in its present state, having undergone the reforms of 1999, suffers from input illegitimacy. Despite the removal of the vast majority of hereditary peers, that 92 still retain their seats in the upper chamber must strike any impartial observer as an anomaly; no modern day parliamentary system can claim democratic legitimacy at a time when members of the legislature owe their positions to an accident of birth. There are arguments proposed in their defence which insist that by virtue of their entrenched positions, they are less likely to be affected by short-term political decisions and as such can propose solutions which are of benefit to the country in the long term. Yet such problems are already resolved by the Life Peerages Act of 1957, which allowed government to nominate life peers who would be as equally unaffected by such short-term thinking. Hereditary peers were evidently aware of their limited legitimacy in objecting to legislation emanating from a democratically elected chamber, for the frequency of rebellion against the commons prior to 1999 was relatively low. However, since their removal, the propensity of the upper chamber to reject both bills and amendments has markedly increased, as the newly reformed house clearly now sees itself as more democratically legitimate. According to the Constitution Unit at University College, Lond on, the Lords rejected clauses put forward by the commons a total of more than 350 times in between 1999 and 2007[5]. Furthermore, a vote to oppose government legislation cannot be carried by one party alone anymore in the way that it could when the Conservatives enjoyed a majority in the Lords; the upper houses verdicts nowadays, therefore, carry more weight. Around 40% of the defeats that the government has suffered since 1999 have been accepted by the government[6]. Further input illegitimacy could also be argued to be evident in the right of Church of England officials to sit in the Lords. The objection is straightforward: why should the claim of the church to representation be greater than that of any other interest group? In an increasingly secular age, it is persuasive to argue that no religious group should be entitled to such representation. Alternatively, were one to reject such secular reasoning, then one must accept that provision should also be made for the representation of other churches and religions. How, then, to solve the problem of input illegitimacy? The Royal Commission on Reform for the House of Lords was required, by its terms of reference, to have regard to the need to maintain the position of the House of Commons as the pre-eminent chamber of Parliament'[7]. This essay wholeheartedly agrees with this principle, but in so doing seeks to argue that as a direct result of this term of reference, the upper chamber cannot include any representatives that are directly elected. This does not necessarily compromise Kelsos input legitimacy requirement however, providing that one were to accept that representatives are still democratically legitimate even if not elected directly. If the upper house were to be 100% appointed by party leaders and the crossbench peers by the Independent Appointments Commission, the make-up of which lies in the hands of democratically elected leaders in the House of Commons, then input legitimacy could be maintained. The principle that no party should gain an overall majority should also be retained. Furthermore, peers that were appointed for the express purpose of fulfilling a government role, such as Lord Adonis or Lord Sugar, should relinquish their seats in the upper house when their services are no longer required in the role for which they were appointed. Should they feel that they are able to offer further service to Parliament, they could request their names be put forward for a more permanent position by the party leaders, or else hope to be nominated by the Appointments Commission. It is of course tempting to argue for an elected element to the upper chamber, but one quickly falls into the traps illustrated by Bogdanor[8]: briefly, a fully or majority elected chamber risks being more legitimate than the House of Commons, both as a result of the electoral system used, the terms of representation and timing of an election; furthermore, such a chamber would also suffer from the lack of technical expertise that so helps the current House of Lords hold the Commons and government legislation to account; a minority elected chamber risks subsiding into a two-tier chamber, whereby it might be felt that democratically elected representatives have a higher degree of legitimacy than their appointed counterparts. This essay maintains therefore that the only attractive option for House of Lords reform is to maintain a 100% appointed chamber, while removing any remaining hereditary peers, as well as those representing the Church of England, from the chamber. Having made a proposition as to the most preferable composition of the Lords, and argued that it confers to Kelsos definition of input legitimacy, one must proceed to output legitimacy, and examine the case for reform with regard to the powers of the upper house. In order to justify reform from the status quo, one must persuasively argue that an upper chamber formed along the lines outlined above either would not have sufficient power to fulfil the roles expected of it, or else so much power as to lead to a danger of the Lords becoming more powerful than the Commons. The reformed, more-legitimate Lords would be able to continue to delay legislation, although it is important that its powers remain limited to a suspensory veto. The directly elected house must never be perpetually constrained by one which is not directly elected. Secondly, a house which is 100% appointed, with a greater number of cross-bench peers, would be able to fulfil the second function, scrutiny of government legi slation, to a higher standard than before. Given that the suspensory veto would be maintained, this too is a positive step which would not grant the Lords undue power. Finally, providing that the current absolute rights of the Lords are maintained, the upper chamber would be able to continue to fulfil its final constitutional role. Output legitimacy is maintained. The composition of the upper house will always have a direct result on the legitimate use of its powers. The current House of Lords lacks input legitimacy as a result of the continued presence of both hereditary peers and representatives of the Church of England. Furthermore, the gift of a life peerage allows recipients to act largely with impunity, while the House is also in danger of becoming a graveyard of ex-government employees. The introduction of a term limit could solve the first problem, while forcing government ministers in the Lords to stand down following completion of their role could solve the second. By only slightly amending the Lords composition, then, one can confer input legitimacy House of Lords, which would in turn make the use of the powers of the House, already sufficient for the completion of its constitutional duties, both more effective and more legitimate. Lords Save Us, The Economist, 2002 P Archer, The House of Lords, Past, Present Future, Political Quarterly 1999 P Dorey, 1949, 1969, 1999: The Labour Party and the House of Lords Reform, Parliamentary Affairs 2006 A Kelso, Reforming the House of Lords, Parliamentary Affairs 2006 House of Lords: post-reform, Constitution Unit, University College London, 2007 V Bogdanor, The New British Constitution, 2009 A House for the Future: Report from the Royal Commission on Reform of the House of Lords, HMSO, 2000 V Bogdanor, Reform of the House of Lords: A Sceptical View, Political Quarterly 1999.

The Evolved Meaning of Individuality Essay -- Individual Society Paper

The Evolved Meaning of Individuality The word â€Å"individual† holds an important place in today’s society. If asked the meaning of the word â€Å"individual,† a randomly chosen person would confidently reply, â€Å" an individual is one person.† Compared to the modern definition, the person would be correct. According to the most recent meaning of â€Å"individual†, as defined in the Oxford English Dictionary , is â€Å"of, pertaining or peculiar to, a single person or thing, or some one member of a class† ( OED individual 5a). If the same question were asked in the seventeenth century, a different answer would be given. In fact, the word â€Å"individual† was rarely used. Instead, the word â€Å"individuality† or â€Å"individualism† was often heard in the seventeenth century in reference to politics or religion. The seventeenth century definition of â€Å"individuality† is â€Å"the state or quality of being indivisible or inseparable.† Obviously, these two meanings differ. By exploring the political and theological meaning in the seventeenth century and comparing it to the latest meaning, centered on biology and society, we will use history to help us analyze the conflicts between the new meaning and the old meaning of individuality. The history of the word â€Å"individual† is thoroughly explained in Raymond Williams’ Keywords: A Vocabulary of Culture and Society . When returning to Cambridge University , after being absent for four and a half years in the war, Williams observed the people around him and noticed that a new language had evolved. This new language inspired Williams to try to discover why words were used more often around him after he returned from the war than they were before he left. The year 1945 marked a starting point for him to write ... ... now mentioned in biology and logic. The definition has been a positive addition to society. Works Cited Fite , Warner. Individualism Microform: Four Lectures on the Significance of Consciousness for Social Relations . New York : Longmans, Green, and Company, 1911. Kaplan, Abraham, ed . Individuality and the New Society . Seattle : University of Washington Press, 1970. Milton, John. Animadversions Upon the Remonstrants Defense, Against Smectymnuus .London : Printed for T. Underhill, 1641. Morley, Felix. Essays on Individuality . Philadelphia : University of Pennsylvania Press, 1958. Oxford English Dictionary , The . Ed. J.A. Simpson and ESC Weiner. 2 nd Edition. Oxford : Oxford University Press, 1989. Williams, Raymond. Keywords: A Vocabulary of Culture and Society . New York : Oxford University Press, 1976.

My Philosophy Of Education Education Is About Caring Education Essay

I work in Universitas Terbuka ( UT ) , Indonesia Open University, as an academic staff who can be considered as a instructor. At UT, my pupils are early childhood instruction and besides primary instruction instructors. Actually, I ne'er had any dream to be a instructor. However, I think I do my occupation as a instructor merely following my inherent aptitude, even though I learn some cognition about how to learn when I did my unmarried man grade. Honestly, I got my unmarried man grade in learning without cognizing what and why I have to cognize my doctrine of instruction. But, I learn in SFU that my instruction is really influenced by my doctrine of instruction. My doctrine of instruction will be shown in my instruction as I learned that â€Å" how you teach is who you are † ( Hill, Stremmel, & A ; Hu, 2005, p. 25 ) . In learning I remember that I have to do lesson programs, Teach and so make the rating to prove the pupils. I know that I have to set pupils as the centre of my instruction activities. I understand it since instruction for me is the attempts for assisting people to make the best they can be, and to do them turn as human existences. However, I am ne'er certain whether the manner I teach has shown pupils as being at the Centre of my instruction. I am afraid my instruction is far from the manner it should be. I hope I can larn more about how to be a good and caring instructor while I am analyzing in SFU. For me instruction basically involves learning: everything is ( or can be ) learning. Therefore, my doctrine of instruction relates with the act of instruction, and in thought of my doctrine of instruction, I remember David Orr ‘s article in 1990. I was interested and besides compelled by Orr ‘s ( 1990 ) rubric of his article: â€Å" What is instruction for? † Orr ( 1990 ) , an conservationist, said that instruction will non vouch the alumnuss being nice, prudent, or wise. In fact, he said instruction has added many jobs to the universe. Orr had an sentiment that the environmental devastation on Earth resulted from educated people. He farther stated that to salvage the universe, we need instruction of a certain sort. We need larning that can do us a better people. What is the acquisition that help us to be better human existences? I think we need larning to care for others in order to forestall people from making injury to others. I besides remember that when I was still a pupil, I would larn more if my instructor showed his/her attending ; at least he/she knew my name, and wanted to listen to my troubles in analyzing the capable affair. So, a caring instructor will actuate me to larn. How can we larn about caring in instruction? This is a inquiry I wish to research in this paper. Based on my occupation as a instructor in my university, I have to larn about caring in instruction, and I want to assist my university pupil instructors aware of the demand of learning caring in their schoolrooms, whether in early childhood instruction, or in primary instruction scenes. I think that it is necessary for kids to larn about caring since their early old ages to assist them larn that their lovingness can salvage other people every bit good as themselves. Therefore, instructors need to larn or to assist their pupils or their kids to care for others, every bit good as for themselves, for the community, and for the natural environment. In this essay, I will seek to explicate my thoughts about lovingness, why lovingness is of import as the purpose of instruction, how lovingness can be shown in my work as a instructor and an academic staff in UT, and in conclusion, my decision will depict the deductions of caring in my work at Universitas Terbuka.What is Caring?In specifying lovingness, I am truly impressed by Noddings ‘s thought about caring since I think as human beings we have to care to each other. Caring as mentioned by Nodding ( 2005 ) is a caring relation ; a lovingness relation is â€Å" a connexion or brush between two human existences † ( p.15 ) who are â€Å" a carer and a receiver of attention, or cared-for. In order for relation to be decently called lovingness, both parties must lend to it in characteristic ways † ( p.15 ) . The word picture of lovingness is as â€Å" concentration and motivational supplanting † ( p.15 ) . Noddings describes motivational supplanting as the procedure of puting your attending on others when you listen, see, or experience, what the other attempts to convey ( p.16 ) . There is the attending on others and the desire to assist people, every bit good ( p.16 ) . As for concentration, Noddings says it is â€Å" an unfastened, nonselective receptiveness to the cared-for † ( p.15 ) : this quality of complete attending to the other. In add-on, a response, acknowledgment, and response seems to be had by the cared-for to demo that the lovingness has been received ( p.16 ) . Noddings besides references that we could non merely say that we care for something without demoing it ( p.17-18 ) . Caring can be learnt, instructors non merely have to make caring dealingss in which they are the carers, but they besides have a duty to assist pupils develop the capacity to care ( p.18 ) . Noddings references that human existences can care about thoughts or objects every bit good as attention for the rational affair ; these signifiers of caring are besides mentioned by Weil ( p.18, in Noddings, 2005 ) as rational lovingness and interpersonal lovingness. However, caring instructors listen and react differentially and unambiguously to their pupils and their assorted dispositions and demands. What Noding wants to convey in her thought about lovingness is that caring does besides include witting love, attending, seeing, listening, understanding others ‘ feelings, and assisting or prosecuting in action as needed. So, when I show my attending to my pupils, in the same clip I besides try to see, listen with empathy, demo a common apprehension, and engage in some actions as my lovingness response. I besides have to larn more about lovingness in order to do my caring meaningful for my pupils, and my pupils can besides care in the manner they teach their pupils. Further, Hill, Stremmel, & A ; Hu ( 2005 ) noted that â€Å" the lovingness instructor attempts to look through pupils ‘ eyes, to fight with them as topics in hunt of their ain undertakings, their ain ways of doing sense of the universe ( Green, 1988, in Hill, Stremmel, & A ; Hu,2005, p. 33 ) . This is empathy. Furthermore, Hill, Stremmel, & A ; Hu ( 2005 ) stated that caring instructors try to larn together with their pupils, and â€Å" be a spouse, nurturer, and usher in making multiple chances for larning based on relationship † ( p. 33 ) . By larning, instructors can understand their pupils, and understand themselves every bit good. In instruction, really, I believe that as a instructor, I am besides larning from my pupils, and if I have a good relationship with pupils I can larn more about my pupils, and my pupils can besides understand me as their instructor. Therefore, I can hold some feedback to better my instruction every bit good as I can give my pupils some remarks to better their acquisition. This common apprehension I hope can take to assist me making a better acquisition environment for my pupils to larn better and deeper. Here are more about the features of caring instructors, harmonizing to Caldwell ( 2008 ) from her research, and they are: Student-oriented instructor: dainty all pupils with regard, believes in me, listens, is patient, promote me to believe The work oriented instructor: is bases my class on more than prep and trials, is willing to set the work load if needed, is willing to give excess clip for finishing assignments, is willing to alter the schoolroom regulations when necessary, accepts more than one reply to a inquiry. The Teacher Who Engages Students: Is an expert in the topic, helps me to go independent, is willing to give excess clip for finishing assignments, provides chances for schoolroom treatments, offers â€Å" excess recognition † activities. The Active Teacher: Is energetic, has a sense of wit, tells narratives and uses illustrations, provides interesting assignments, bases my class on more than prep and trials. Students now ask for a instructor who has to hold some interesting schemes that can pull pupils ‘ attending. By going an active, energetic, and humourous instructor, pupils seem like a instructor who can besides entertain them. Possibly, by utilizing some wit, I can forestall my pupils from acquiring bored of larning the capable affair. However, I think I have to larn more about going a good entertainer in forepart of a category. I have to besides larn more about supplying my pupils with some interesting assignments. From the pupils who became Caldwell ( 2008 ) participants of her study, I see that caring can intend many ideal things that instructors should hold, non merely caring every bit mentioned as Noddings ‘ ( 2005 ) perceptual experience. Caldwell ‘s list expands upon and specifies the many ways in which lovingness can and should happen. And I am non certain whether I can use all of those thoughts into my instruction and my course of study since I have my restrictions as a human. For illustration, if I have a batch work to make, or if I am non in a good wellness, I am afraid I might non utilize all of my attending to my pupils, it means that I might non truly listen to and understand my pupils, or others ‘ . However, I will seek to utilize the thought as my footing cognition to be a caring instructor. Meanwhile, I will seek to larn more deeply about this thought of lovingness, particularly how to care for our communities and our environment. Noddings ‘s thought about caring besides included her thought of caring non merely for human existences but for all of things in the universe such as caring for the universe community and the environment. If we do non care for our environment, we can destruct our ain Earth. Particularly if the people who have no or less attention for the Earth are educated and powerful people. They can do more amendss to our environment in the Earth. And this is the phenomena that Orr observed, so he made a statement that we do non necessitate many educated people if that can give more amendss to our environment. In response to Orr statement about instruction, I argue that the universe ‘s environmental devastation comes from the people who do non care for themselves, their household, their community and their Earth. I think people are being nescient with respect to themselves, others, their community, and the Earth since likely cipher reminds them or learn them to hold the consciousness of and care for others. Therefore, in this affair I believe that instruction is of import for people to larn how to care for others, every bit good as to care for themselves, to care to the Earth, and to the environment. The educational challenge is to larn how to care for the Earth and environment by developing ecological literacy. What I mean by ecological literacy is a manner to state that â€Å" † everything is connected. † A survey of these interconnectednesss highlights our dependance on the healthy operation of the Earth ‘s natural systems which give us clean air, H2O, dirt, nutrient, and all the other resources we depend on. † ( Toronto Outdoor Education Schools, hypertext transfer protocol: //toes.tdsb.on.ca/ecological_literacy_resources.asp ) . In understanding the ecological literacy construct, I have to understand that I am non entirely in the universe, I am a portion of the large system running in the universe which consist of human existences and their communities and the environment. Each of us has the duties to take attention to each other in order to keep the map of the earth natural systems can work good.Caring as the purpose of instructionSimilar to Noddings ‘s end of instruction, for me, the purpose of instruction should be based on caring to forestall the alumnuss from being ignorant of other people, of their communities, of their environment, and all of these signifiers of ignorance lead to being nescient of themselves, since all of us in the universe are interrelated. This purpose of instruction besides supported by Littky ( 2004 ) who says that, â€Å" the existent end of instruction is if the pupils attention for others and can acquire along better with others † . Noddings has the thought of cari ng in instruction since she experienced and was impressed by many lovingnesss that she got from her instructors. Furthermore, for me, instruction should ever associate to and be inspired by caring since instruction is for assisting people, assisting pupils to turn to be a lovingness human being. If the pupils become caring kids they will besides care for others and besides for themselves, for the communities and for the Earth ; they besides can ever larn to better themselves. By being a caring instructor I hope I can assist pupils larn more efficaciously. If I care for my pupils I have to set a batch of attempt in assisting them prosecute in their acquisition in order to assist them larn more deeply about all the capable affair that they study. Therefore, I have to concern myself with my capable affair and my pupils ‘ lives so that while I am learning, really I besides am larning, every bit good. The chief point of caring in instruction for me is demoing our love to others and the EarthHow I can demo my caring into my work?I argue that people who are involved in giving or supplying an ins truction, either in formal school, or in the household, or in some non degree plans, have to ever be cognizant of their functions and their influence on their pupil, or their kids, as cared-for instructors. Teachers have to larn about caring since â€Å" learning happens in relationships of lovingness, contemplation, and common regard † ( Hill, Stremmel, & A ; Hu, 2005, p. 33 ) . Besides, I think I have to remind my pupils that each of us in the universe is interrelated with each other. If we care for others, hopefully they can care for others, every bit good. My thought is if instructors, introduce their pupils to care for others, in the long tally, I hope caring instructors and caring pupils will care for the universe, and it is hopefully can take to a better universe. Therefore, if all of us care for people, the community and the environment, so we can, side by side, seek to set a batch of attempt to develop a lovingness category, a caring school, and a caring community to salvage the people and the universe. I think I can larn from SFU in larning about caring in instruction. Even though I have been at SFU for merely seven months, there are some great feelings that I have received from SFU. I found that my instructors or professors or teachers at SFU have the spirit of caring in the manner they plan and implement their course of study in their instruction acquisition activities. I found, for illustration, that the professors can develop a flexible course of study and learning larning procedure to run into our demands as their pupils. I think my professors at SFU put a batch of attempt to assist us larn and prosecute in our acquisition. I besides find that on the SFU web site, it shows that SFU as a community cares for the environment, civilization and diverseness. I think I learn how to care in learning from detecting my professors, and how they design and carry out their instructions ; each professor unambiguously helps us go actively engaged with the larning stuff. In making my instruction, I have to be cognizant of my pupils needs while I am developing the survey plan course of study, and course of study for my learning learning activities, including planning, and implementing my course of study, and so, giving rating to my pupils. Since my work as a instructor in my module of instruction by and large are developing a course of study for my tutorials, composing some acquisition printed and not printed stuffs, developing some point trials, and make some instructions, so I plan to develop a flexible course of study for my instructions, but, I have to do certain that I can make that, in my on-line tutorial, since in my office there is a stiff process refering those sort of affairs. At least, I can hold a flexible course of study in my face to face tutorials. I besides want to add some stuffs about ecological literacy and lovingness for the communities into my course of study and in learning learning activities. Environmental jobs have already bee n a serious job in my state, so I think I need to convey it up the issues to my pupil instructors, so that they can learn their pupils to care for the environment. I think I will demo my pupils the 11th hr movie and allow it be the subject for my category treatment. Therefore, my course of study should assist my pupils to develop their lovingness for themselves, their ain communities and their environment. In making my instruction, either in face to face or in on-line tutorial, I can make some actions as follow ( based on my apprehension of Cardwell, 2008 ) , I would propose that as a lovingness instructor for all of my pupils I have to be a student-oriented instructor, so I have to utilize some instruction schemes that can do my pupils get involved and engaged in their acquisition, I besides have to handle all pupils with regard ; hence, I have to be careful in utilizing some words that can demo my regard to my pupils. In add-on, as a caring instructor I besides have to believe in my pupils, to listen and to be a patient instructor and to seek many attempts to promote my pupils to larn more deeply about the capable affair and to larn for salvaging the environment In making either in a face to face or in on-line instruction, I besides have to be a work oriented instructor who bases my pupils ‘ classs on more than prep and trials, has a willingness to set the work load if needed, has a willingness to give excess clip to pupils in finishing assignments, has a willingness to alter the schoolroom regulations when necessary, and to accept more than one reply to a inquiry, acknowledging multiple positions. Therefore, I have to supply many treatment for the pupils to larn from each others. This can be done in face to face or in on-line acquisition as I experienced in making dialogue cardinal. Additionally, I have to larn to be a instructor who can prosecute pupils in their acquisition. I can make this by larning more about my capable affair and seeking to be an expert in the topic by fall ining some seminars or workshops or taking extra grade related with my topic. I besides have to assist my pupils to go independent scholars who can provides chances for schoolroom treatments. My experiences that I learn while I am analyzing in SFU, I hope can assist me in assisting pupils engaged in their acquisition and assist them to larn more independently. Furthermore, in making some face to face tutorials, and based on my experiences, as a lovingness instructor, I besides have to be an active instructor who is energetic, has a sense of wit, tells narratives and uses illustrations. Furthermore, I have to besides larn about supplying my pupils with some interesting assignments that can do them motivated to larn. In making my learning learning activities, either in face to face or in on-line acquisition, I will utilize duologue as my of import manner to assist my pupils prosecute in their acquisition and do my pupils larning more deeply. Dialogue here is a learning procedure for pupils and the coachs which happens when there is an interaction between pupils, the coachs, and other pupils to gestate some significances, and when they try to use their current apprehension by building new statements, and lucubrating current apprehension by contemplation ( Scott et al. , 2008 ) . I will utilize duologue as my chief instruction acquisition activities since by utilizing duologue I can larn and I can seek to hold a common apprehension with my pupils. Based on my experiences, my pupils instructors truly like to hold duologue with me as their instructor. This duologue hopefully can actuate them to larn.Decision and DeductionEducation for me is a manner to assist pupils to be caring for others, their com munities and their environment ; and, caring instruction hopefully can assist me and my pupils to populate good in our topographic points, and to hold moral bravery to fall in the battle to do the universe habitable and humane. However, there are some considerations as my deductions that I have to set in my head about the undermentioned issues. How can we develop caring in distance instruction at UT? I think I want to use this lovingness thought merely for my ain instruction, since if I want to inform to some of my friends about this thought of lovingness, I have to hold some treatment with my dean of my module about the consciousness of including caring in our instruction plans. Possibly I can join forces with my other co-workers in my module to make a seminar or workshop about the consciousness of caring to some of my other academic staff, and administrative staff, every bit good as my pupils. I hope, this manner can give them an apprehension of the significance of caring and how to care for others and I can acquire aid from the audiences about how to develop caring in schools. I besides have to believe about how to do my pupils learn about caring in making their instruction in their ain schoolrooms. I think caring is truly an of import affair for early childhood instructors since for their kids the instructors like their parents. However, I know that this thought will inquire more clip of instructors to assist their pupils Bing a caring instructor will besides means that I have to supply more clip to be with my pupils. More frequently, I have to pass sometimes after my office hours to run into, to speak to and to hold duologue with my pupils about their demands. I know that for some instructors supplying more clip more than the official office hours is non easy, particularly if they have their ain household. Therefore, I have to advert about this job in order to do my pupils cognizant of the effects of being caring instructors. Will pupils appreciate being cared for? As a pupil, I know that I will hold more motive to larn if my instructor, he/she shows his/her attending and empathy to me, and if he/she asks me, if she/he wants to hold duologue with me and wants to assist me to work out my jobs, particularly in my acquisition. Another illustration is from Noddings. Based on her experience of the lovingness she got from her instructors made Noddings got the thought of supplying caring in the schools ( Smith, 2004 ) . Furthermore, based on my experiences pupils will truly wish being cared for. What are some of the challenges in developing a lovingness attack to instruction at UT? Actually, I merely want to use my caring instruction for myself. However, I have to see some challenges that I might hold. First, the challenges from the decision makers such as my caput of my unit, or my dean of the module ; possibly, they will oppugn me since I will necessitate more clip to assist my pupils in demands, and since sometimes I will hold some pupils waiting for me in forepart of my room. I think I have to explicate to my decision makers about why I do what I believe as my lovingness in instruction. Second, the challenge that I might confront possibly come from my other lectors, and the other staff of other units in UT. Possibly they will experience that I am unusual and it might go on that they will inquire the ground of my action about lovingness in my instruction, if this happens I can explicate about my believe of my instruction, but, I am trusting that my other co-workers will h old more understanding to my doctrine of instruction. Therefore, I believe that most of my academic friends have the same lovingness for their pupils, every bit good. The challenge that I might hold possibly come from my friends who are in charge in some units related with pupils ‘ personal businesss, for illustration, my friends who work in the enrollment or in the scrutiny unit. In UT some pupils sometimes have jobs related with enrollment unit or scrutiny unit. Therefore, I will frequently travel to the units inquiring for aid. Last, the challenges that I will confront in using my thought of caring are coming from my pupils. Even though my pupils largely are early childhood instruction instructors, or primary instructors, but I have to remind my pupils to perpetrate in acquisition and in practising this caring thought in their ain schoolrooms since their function as carers is really of import to their pupils ; possibly, to assist my pupils more, I can supply a batch of illu strations to give pupils the constructs and illustrations of how to make caring in their schoolrooms. In decision, I can state that implementing caring in my occupation as a instructor can assist me to care for others, and I believe by caring for others, I can assist others to go better people and, every bit good, I will larn to be a better individual. In the long tally, I hope, my pupils and I can assist to keep and to better our community to salvage our environment. And I hope by caring we can assist ourselves and our pupils go what Orr ( 1990 ) has in head in WHAT EDUCATION MUST BE FOR, which is to do more conciliators, therapists, refinishers, narrators, and lovers of every form and signifier. Therefore, by holding attention in my manner of life, I hope I can reply Orr ‘s inquiry about what instruction is for.

Poppaea Sabina, Mistress Then Wife of Emperor Nero

Poppaea Sabina, Mistress Then Wife of Emperor Nero Poppaea Sabina was the mistress and second wife of the Roman emperor Nero.  Neros bad acts are often attributed to her influence.  Her birth year is unknown, but we know she died in 65 C.E. Family and Marriages Poppaea Sabina was born the daughter of a woman with the same name who committed suicide. Her father was Titus Ollius. Her paternal grandfather,  Poppaeus Sabinus, was a Roman Consul and a friend of several emperors.  Her family was wealthy, and Poppaea herself owned a villa outside Pompeii. Poppaea was married first to Rufrius Crispinus of the Preaetorian Guard, and they had a son.  Agrippina the Younger, as empress, removed him from his position, as he was too close to a previous empress, Messalina.   Poppaeas next husband was Otho, a childhood friend of Nero.  Otho would go on after Neros death to briefly become emperor. Then Poppaea became mistress of the emperor Nero, Othos friend, and about seven years younger than she was. Nero appointed Otho to an important post as governor of Lusitai (Lusitania).  Nero divorced his wife, Octavia, who was the daughter of his predecessor, the Emperor Claudius.  This caused a rift with his mother, Agrippina the Younger. Nero married Poppaea, and Poppaea was given the title Augusta when they had a daughter, Claudia. Claudia did not live long. Murder Plots According to the stories told of her, Poppaea had urged Nero to kill his mother, Agrippina the Younger, and to divorce and later murder his first wife, Octavia. She is also reported to have persuaded Nero to kill the philosopher Seneca, who had supported Neros previous mistress, Acte Claudia. Poppaea is believed to have stirred Nero to attack Christians after the Fire of Rome and to have helped free Jewish priests at the request of Josephus. She also advocated for her home town of Pompeii, and helped it gain considerable autonomy from the Empires rule.  In archaeological study of the city of Pompeii, where volcanic tragedy preserved the city within 15 years of Poppaeas death, scholars have found evidence that during her lifetime, she was considered a virtuous woman, with many statues in her honor. Nero and Poppaea were, according to some contemporaries, happy in their marriage, but Nero had a temper and became more and more erratic.  Nero reportedly kicked her during an argument when she was pregnant in 65 C.E., resulting in her death, possibly from the effects of the subsequent miscarriage. Nero gave her a public funeral and proclaimed her virtues.  Her body was embalmed and buried in the Mausoleum of Augustus. Nero proclaimed her divine. He was even said to have dressed one of his males slaves as Poppaea so he could believe she had not died.  He had Poppaeas son by her first marriage killed. In 66, Nero remarried. His new wife was  Statilia Messallina. Otho, Poppaeas first husband, helped in Galbas successful revolt against Nero, and made himself emperor after Galba was killed.  Otho was then defeated by Vitellius forces, and he subsequently killed himself. Poppaea Sabina and the Jews The Jewish historian Josephus (who also died in 65 BCE) tells us that Poppaea Sabina interceded on behalf of Jews twice. The first time was to free priests; Josephus went to Rome to plead their case, meeting with Poppaea and then receiving many gifts from her. In the second instance, a different delegation won Poppaeas influence in its cause to keep standing a wall at the temple that would keep the emperor from seeing the Temples proceedings. Tacitus The main source for information about Poppaea is the Roman writer Tacitus.  He does not depict kind acts, such as those reported by Josephus, but instead depicts her as corrupt.  Tacitus, for instance, asserts that Poppaea engineered her marriage with Otho specifically to get closer to, and eventually marry, Nero. Tacitus does assert that she was quite beautiful but shows how she used her beauty and sexuality as a way of gaining power and prestige. Cassius Dio This Roman historian also villified Poppaea in his writing about her. The Coronation of Poppaea The Coronation of Poppaea, or LIncoronazione di Poppea, is an opera in a prologue and three acts by Monteverdi, libretto by G. F. Busenello. The opera focuses on the replacement of Neros wife Octavia by Poppaea. The opera was first performed in Venice in 1642. Also known as:  Poppea (Italianized spelling),  Poppaea Augusta Sabina, Poppaea Sabina the Younger (to differentiate from her mother)

Unintended Effects of History essays

Unintended Effects of History essays In the corse of the worlds history, there have been defining moments that have shaped history. These events had a intended effect that were meant for the people of its time. The most defining events have lasted and have had unintended effects, positive and negative, on past eras and generations. A few defining moments in history have been the signing of the Magna Carta in 1215, Martin Luthers posting of the 95 Thesis in 1517, and the Russian Revolution in 1917. All had unintended effects that changed history. To no one will we sell, to know one will we refuse or delay the right of justice. That is a expert from the Magna Carta. The Magna Carta was a document that had a huge influence on England and helped form the governments of other great civilizations. The Magna Carta has said to have been the greatest document every made and signed. Its intent worked by giving the barons of England rights, but it also had great, positive unintended effects on the rest of the world. The Magna Carta was signed by King John of England in 1215. King John signed the Magna Carta because of a deal he had with the people of England. He need money from his nobles and barons and they would only give it to him if he signed the Magna Carta giving them their rights. The Magna Carta was written by the English barons. The people of England were annoyed with Kind John. He abused his power, increased taxes, used too many soldiers for his military campaigns. He also was excommunicated from the Church which made the people of England unhappy with him. The Magna Carta stated that king had to respect the law and obey. The Magna Carta is a law greater than king and can not be broken by anyone. It is a document that set a standard of justice and liberty and is still a part of history today. The Magna Carta helped shape other governments and was used as a guide line for other governments su ...

Journal Essay Example | Topics and Well Written Essays - 500 words - 13

Journal - Essay Example base is a valid excuse for safeguarding the crops, nonetheless the critique feels that this is no excuse for resorting to harsh and rigid punishments for these acts. Solomon’s main contention is that the rigidity of the laws that are in vogue does not leave any room for mitigating circumstances and hence there should be some sort of balance in the way the social structure in the village is maintained as well as enforced. In my opinion, condemning the practices in the village as backward or tribal misses the point of the book. The book is mostly about how the pastoral communities live and work together as a unit along with the necessary conditions for social cohesion that are needed for the village to exist as a unit. Solomon’s critique overlooks this aspect of the story as well as ignores the way in which the village needs to sustain itself. Of course, the critique is definitely strong on the point of the medieval spirit that pervades the village. However, it is to be understood as describing a place in another period rather than an anachronism. The critique should have explored how the lives of the peasants and the farmers were dependant on the vagaries of the weather and hence the appeasement of the same can be understood from this perspective. The book is mostly about how the codes of conduct that are necessary for the social mores to be enforced are laid down and the behavior of the people in the village made to conform to these traditions and customs. However, as the critique points out, some of these laws seem barbaric. My point in the preceding paragraph was about how the critique betrays ignorance about how life in the tribal societies was and the way in which the pastoral communities went about their work and life. To take this further, the communities described in the book exist as a set of interdependent units and are closely knit. Hence, there needs to be some sort of balance between the way they live and work. Division of duties needs to be

Critique-Does the Internet strengthens Social Connections Essay

Critique-Does the Internet strengthens Social Connections - Essay Example Writer has given evidences from many sources to support his viewpoint however; enough evidence is available to counter the viewpoint of writer. This essay will make an effort to highlight that Internet does not strengthen social connections rather it is a source of weakening them. In particular, the paper will include different examples to discuss the above-mentioned statement. Writer (2011) has discussed â€Å"diffusion of information across a wide population† and â€Å"online communities or social networking sites â€Å"as big advantages. It needs discussion how much these linkages have benefited humanity and the world as a whole. One need to see whether world is a better place to live today than it was ever before. It is considered that internet is damaging basic fabric of human society by replacing Face-to-Face Communication with Online Communication. Over the years, people of all ages, especially younger ones prefer to surf the web in homes rather than spending time wit h family members. Reference is made to a study available regarding negative effects of internet on teenagers, which states, (Web) â€Å"The proliferation of pornographic materials is undeniably one of the alarming things that has brought about by the Internet. It does not only corrupt the minds of the young people that are exposed to them but also it paves the way for the degradation of human dignity. It also strains the moral make up of society. The Internet also alienates the person from his social self. While most think that talking to loved ones through the computer screens allows or offers the same satisfaction of social needs just like engaging in conversations personally, there really is a big difference between the virtual self and the social self. This could further lead to addiction, which could hamper a person’s way of living and those who are directly in contact with him. The Internet was intended to be used for military purposes. However, due to its versatility and applicability, we have it as how it is used today. It exists as our friend when used properly and our foe when misused†. Beyond doubt internet has facilitated means for interpersonal communication while using social networking site like Face book and MSN Messenger, but to what end ?, it has become a biggest time waster for American people specially youth. People are found deeply involved in a never-ending loop of chatting, instant messaging, emailing, video conferencing, webcam pornography and host of other activities related to net. Social connectivity resulting from cyber space is temporary and forgettable. Faces can be swapped on net like web pages, one leading to another as a chain reaction without real affiliation with any one. Utility of internet in establishing social connections is a fact however these connections are, in majority cases, short lived, temporary and forgettable. Parents are very commonly found complaining about kids always sticking to internet one-wa y or the other. In addition to negative socializing there are menaces like entertainment , pornography and anti- religion sites which have become a source of mental deviation rather disease for many people. Another menace introduced by net is mind wandering in which people are not mentally present where they physically are. Web reference (Web -Social Capital and College Students’) quoted by writer refutes use of social networking sites by saying: Although this early work acknowledged the ways in which offline and online networks bled into one another, the assumed online to offline directionality may not apply to today’s SNSs that are structured both to articulate existing connections and enable the creation of new